Australia has an Indigenous history spanning more than 50,000 years; with much of the rich culture and language lost since colonisation. To work towards reconciliation and cultural revitalisation it is important to teach the next generation in a culturally respectful and responsive way. Research has shown that correct use of culturally relevant materials may help improve student engagement and results. Parents of Indigenous students have said that they wish for their children to be able to freely express their culture within the school environment. This paper will outline and discuss the shared values between the fundamental principles of the Kodály Method and Indigenous knowledge systems. The Kodály method will be deconstructed into its core values through the analysis of contemporary and historical literature and then shared values with Indigenous knowledge systems will be discussed. The Kodály method based in an Australian setting will be deconstructed into its core values through the analysis of contemporary (Houlahan & Tacka, 2015; Klinger, 2012, ) and historic literature (Choksy, 1999; Kodály, 1974) and then the shared values with Indigenous knowledge systems (Mearns, Du Toit, & Mukuka, 2006; Zubrzycki et al. 2014) will be identified and discussed. Preliminary research from the author’s school will show student values and opinions about Indigenous music in their lives and in the music classroom and will be used to further discussion surrounding this topic. The identified areas of common values between the Kodaly Method and Indigenous knowledge systems are that both approaches: 1. Are practical and geared towards performance, 2. Are skill-based and learned through continuous experiential sessions, 3. Reinforce concepts through repetition, 4. Sequence information depending on students’ age 5. Are mainly transmitted aurally 6. Continually change through discovery and exploration. This paper demonstrates that the Kodály Method generally aligns with the Indigenous knowledge systems and could be used to teach in a culturally respectful and responsive way in certain contexts. Teachers wishing to teach Indigenous Australian materials should always work with the First Nations people in their area and where their students come from.